Curriculum proposal number 2008.13
Maui Community College
Curriculum Action Request (CAR) Form
Course
For Banner use:
___ SCACRSE
1. Author(s): Tim Marmack and Vincent Linares
___ SCAPREQ
___ CAPPs
2. Department: English
___ WebCT-Detl
___ CoReq-Detl
___ Equiv-Detl
3. Date submitted to Curriculum Committee: 10/06/2008
___ Old Inactivated
___ Crosslist done
4. Type of action:
Addition:
regular
other; specify:
___ Another prereq
Modification:
alpha/number
title
credits
description
5. Existing course:
Alpha:
Number:
pre-requisite
co-requisite
recommended prep
other; specify:
Title:
Credits: credits
6. Proposed new/modified course:
Alpha: ENG Number: 15 Title: English Language Fundamentals
Credits: 3
7. Reason for this curriculum action:
Change Basic English (non-credit) to English 15: English Language Fundementals (3 credits)
8. New course description (or year of catalog and page number of current course description, if
unchanged):
Develops fundamental writing, reading, communication, and study skills.
9. Pre-requisite(s) – see Prerequisite Style Sheet for samples:
Placement at English Language Fundamentals; or consent.
no
yes
10. Co-requisite(s): None
11. Recommended preparation: None
12. Cross listed:
no
yes; cite course alpha & number:
13. Student contact hours per week:
hr. lecture
hr. lab
14. Grading: Other, use next box
3 hr. lecture/lab
hr. other; explain:
Explain, if not Standard grading: Letter/N/No
Audit--Consistent with grading policy for other English remedial/developmental courses
Revised 6/28/2016
CAR Form (4-93), page 1
15. Repeatable for credit:
no
yes; maximum is
credit or
unlimited.
(Most courses are not repeatable for additional credit; exceptions are courses such as internships and co-op courses.)
16. Special fees required:
no
yes; explain:
17. Proposed term of first offering: Fall
semester of 2009
year.
18. List catalog used and then degrees, certificates, prerequisites, and catalog sections and their page
numbers affected by this proposal: Prerequisite for English 19--p. 109 in the current 2008-2009 catalog
19. Maximum enrollment: 15 Rationale, if less than 35: The National Council Teachers of English (NCTE)
recommends that remedial/developmental courses are capped at 15 students to provide individualized
instruction, which is essential for students at this skill level; this course will include routine one-on-one
interaction between instructor and students both in and out of the classroom.
20. Special resources (personnel, supplies, etc.) required:
no
yes; explain: The Learning Center,
library, technological services, and appropriate use of student support services such academic counseling,
Liko A'e, and Pai Ka Mana.
21. Course is restricted to particular room type:
no
technological support are needed in the classroom.
yes; explain: Computers and other
22. Special scheduling considerations:
no
yes; explain: English Language Fundamentals
needs to meet at least two days a week, including evening sections, to enhance student learning.
23. Method(s) of delivery appropriate for this course: (check all that apply)
Traditional
HITS/Interactive TV
Cable TV
Online
Other, explain:
Hybrid
24. Mark all college-wide general education SLOs this course supports.
Std 1 - Written Communications
Std 2 – Quantitative Reasoning
Std 3 - Information Retrieval and Technology
Std 4 - Oral Communication
Std 5 - Critical Reasoning
Std 6 – Creativity
Other General Education SLOs, such as Ethics, Scientific Inquiry, or Service Learning.
Explain:
25. List all program SLOs this course supports? (Explain, if necessary)
Program SLO 1:
Program SLO 2:
Program SLO 3:
Program SLO 4:
Program SLO 5:
26.
Explain:
Explain:
Explain:
Explain:
Explain:
Course is a requirement for this CTE (Career Technical Education) program AS/AAS
degree or certificate (PR):
Revised 6/28/2016
CAR Form (4-93), page 2
Course is a requirement for these additional CTE programs:
Course is a program elective for this CTE program AS/AAS degree or certificate (PE):
Course is a program elective for these additional CTE programs:
Course fulfills the following general education elective for CTE (Career Technical Education)
AS/AAS degrees:
Quantitative (QR)
English (EN)
Communication (CO)
Humanities (HU)
Natural Science (NS)
Social Science (SS)
Other:
27.
Course fulfills a requirement for the BAS ABIT degree:
Pre-ABIT (PA)
Business Core (BC)
Information Technology Core (IC)
Capstone Course (CC)
Other:
Course is a specialization elective for the BAS ABIT degree (SE):
Course fulfills the following general education elective for the BAS ABIT degree (GE):
Quantitative (QR)
English (EN)
Humanities (HU)
Social Science (SS)
Other:
Course fulfills the natural science requirement for the BAS ABIT degree (NS)
28.
Course fulfills a requirement for the proposed BAS
degree:
Pre- requisite course
Core
Capstone Course (CC)
Other:
Course is an elective for the proposed BAS
degree:
Course fulfills the following general education elective for the proposed BAS
degree (GE):
Quantitative (QR)
English (EN)
Humanities (HU)
Social Science (SS)
Natural Science (NS)
Other:
Course is applicable to the following additional BAS degrees:
29.
Course satisfies the following category for the AA degree*:
Category I: Foundations/Skills: Foundations I
Written Communication in English (FW)
Global and Multicultural Perspectives (FG)
Symbolic Reasoning (FS)
Category I: Foundations/Skills: Foundations II
Computer/Information Processing and Retrieval (FI)
Numercy (FN)
Oral Communication in English (FO)
Category II Breadth of Understanding and Experience
Human Understanding
The Individual (IN)
The Community (CM)
Human Expression (HE)
Environmental Awareness (EA)
Asia/Pacific Perspective (AP)
Category III Focus/Specialization/Area of Interest
Area of Interest Requirement: Name/Alpha of Interest Area:
Revised 6/28/2016
CAR Form (4-93), page 3
Elective (EL): Alpha of Elective
Other Graduation Requirements
Writing Intensive (is appropriate for WI)
Science Lab (SL)
Hawai’i Emphasis (HI)
* Submit the appropriate form(s) to have the course placed in the requested category (ies). Submit a course
outline, CAR, and appropriate forms to both the Curriculum Committee and the Foundations Board, if the
course satisfies Category I: Foundations/Skills: Foundations I or II.
30. Course
increases
decreases
makes no change to number of credits required for program(s)
affected by this action. Explain, if necessary:
31. Course is taught at another UH campus (see Sections 5 and 6 above):
no Explain why this course is proposed for MCC: To meet the needs of remedial/developmental
students.
yes Specify college(s), course, alpha, and number where same or similar course is taught:
32. Course is:
Not appropriate for articulation.
Appropriate* for articulation as a general education course at:
UHCC
UH Manoa UH Hilo UHWO
Previously articulated* as a general education course at:
UHCC UH Manoa UH Hilo UHWO
*Note: Submit Course Articulation Form if course is already articulated, or is appropriate for articulation,
as a general education (100-, 200-level) course.
Standardized and/or appropriate for articulation by PCC or other UH system agreement at:
UHCC
UH Manoa
UH Hilo
UHWO Explain:
Appropriate for articulation or has previously been articulated to a specific department or institution:
UHCC UH Manoa UH Hilo UHWO
Outside UH system Explain:
33. Additional Information (add additional pages if needed):
Revised 6/28/2016
CAR Form (4-93), page 4
Maui Community College
Curriculum Action Request (CAR) Signature Page
__________________________________________________________________________
Proposed by: Author or Program Coordinator
Date
__________________________________________________________________________
Checked by: Academic Subject Area Representative to Curriculum Committee Date
__________________________________________________________________________
Requested by Department: Department Chair
Date
__________________________________________________________________________
Recommended by: Curriculum Chair
Date
__________________________________________________________________________
Approved by Academic Senate: Academic Senate Chair
Date
__________________________________________________________________________
Endorsed by: Chief Academic Officer
Date
__________________________________________________________________________
Approved by: Chancellor
Date
Revised 6/28/2016
CAR Form (4-93), page 5
Maui Community College
Course Outline
1. Alpha
Course Title
ENG Number
15
English Language Fundamentals
Credits
3
Department
Counseling
Date of Outline
October 3, 2008
Effective Date Fall 2009
5-year Review Date
2014
Develops fundamental writing, reading, communication, and study skills.
2. Course Description:
Author Tim Marmack and Vincent Linares
Cross-list
No
Contact Hours/Type
3 hours lecture/lab
3. Pre-requisites
Placement at English Language Fundamentals; or consent
Pre-requisite may be waived by consent
Co-requisites
`
no
None
Recommended Preparation
4. Function/Designation
yes
None
AA Category
Additional Category
AS Program
Category
List Additional Programs and Category:
AAS Program
Category
List Additional Programs and Category:
BAS Program
Category
Developmental/Remedial
Other/Additional: Explain:
See Curriculum Action Request (CAR) form for the college-wide general education and/or
program SLOS this course supports.
This course outline is standardized and/or the result of a community college or system-wide
agreement.
Responsible committee:
Revised 6/28/2016
CAR Form (4-93), page 6
5. Student Learning Outcomes (SLOs): List one to four inclusive SLOs.
For assessment, link these to #7. Recommended Course Content, and #9. Recommended Course
Requirements & Evaluation. Use roman numerals (I., II. III.) to designate SLOs
On successful completion of this course, students will be able to:
I. Develop writing, reading, communication, and study skills useful in college coursework, daily
communication, and the workplace.
II.
III.
IV.
6. Competencies/Concepts/Issues/Skills
For assessment, link these to #7. Recommended Course Content, and #9. Recommended Course
Requirements & Evaluation. Use lower case letters (a., b., c…n.)to designate
competencies/skills/issues
On successful completion of this course, students will be able to:
a. Write coherent simple and compound sentences;
b. Explore ideas through pre-writing strategies;
c. Draft and revise basic writing assignments to focus on a main point and to develop ideas;
d. Apply basic grammar, mechanics, and punctuation knowledge to sentence level proofreading;
e. Analyze basic writing assignments for audience, purpose, and assignment requirements;
f. Recognize main ideas, supporting details, and conclusions in reading assignments;
g. Employ vocabulary building strategies;
h. Practice effective study skills;
i. Practice effective communication skills;
j. Demonstrate basic computer skills on class assignments;
k. Make effective use of reference materials and various learning resources.
7. Suggested Course Content and Approximate Time Spent on Each Topic
Link to #5. Student Learning Outcomes and # 6 Competencies/Skills/Issues
14-16 weeks
Writing process strategies (I, a-k)
14-16 weeks
Basic grammar, mechanics, and punctuation review (I, a-k)
14-16 weeks
Reading techniques (I, a-k)
4-16 weeks
Listening and speaking activities (I, a-k)
4-16 weeks
Study skills strategies (I, a-k)
Revised 6/28/2016
CAR Form (4-93), page 7
8. Text and Materials, Reference Materials, and Auxiliary Materials
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently
available in the field. Examples include:
Holt, Rinehart, and Winston. English Workshop: Introductory Course. 1995.
Immel, Constance, and Florence Sacks. Sentence Dynamics. 7th ed. New York: Pearson/Longman,
2008.
Langan, John. English Brushup, 4th ed. McGraw-Hill, 2007.
Extensive use of appropriate learning materials in The Learning Center.
Appropriate reference materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Dictionary and Thesaurus
Appropriate auxiliary materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Software exercises such as Skills Bank, Ultimate Speed
Reader, Spell It!, Word Attack, and PLATO
9. Suggested Course Requirements and Evaluation
Link to #5. Student Learning Outcomes (SLOs) and #6 Competencies/Skills/Issues
Specific course requirements are at the discretion of the instructor at the time the course is being
offered. Suggested requirements might include, but are not limited to:
5-15%
Attendance and participation (I, a-k)
30-45%
Writing, reading, and study skills assignments (I, a-k)
10-25%
Grammar, mechanics, and vocabulary exercises and quizzes (I, a-k)
15-30%
In-class writing, reading, and communication assignments (I, a-k)
10-25%
Homework (I, a-k)
10-25%
TLC lab assignments (I, a-k)
10. Methods of Instruction
Instructional methods will vary considerably by instructor. Specific methods are at the discretion of
the instructor teaching the course and might include, but are not limited to:
a. Small group activities
b. Class lectures
c. Assigned individualized work in TLC
d. In-class exercises
e. Class discussion
Revised 6/28/2016
CAR Form (4-93), page 8
f. Audio, visual, and Internet presentations
g. Individual and group class presentations
h. Journal writing
i. Student-teacher conferencing
j. Computer software exercises using Skills Bank, Ultimate Speed Reader, Spell It!, Word Attack,
and PLATO
k. Guest speakers
l. Homework assignments such as:
- grammar, mechanics, and vocabulary exercises
- formal and informal writing
- responding in writing to readings
- reading materials
- study skills projects
11. Assessment of Intended Student Learning Outcomes Standards Grid attached
Assessment of Intended Student Learning Outcomes Standards
Key:
3 = Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner
outcome is the focus of the class.
2 = Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class
1 = Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this learner
outcome
0 = No Emphasis: The student does not address this learner outcome
COURSE ALPHA
NUMBER
Standard 1 - Written Communication
ENG 15
Write effectively to convey ideas that meet the needs of specific audiences and purposes.
Outcome 1.1 - Use writing to discover and articulate ideas.
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication.
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences.
Outcome 1.4 - Gather information and document sources appropriately.
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement.
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content.
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics.
Outcome 1.8 - Demonstrate proficiency in revision and editing.
Outcome 1.9 - Develop a personal voice in written communication.
Revised 6/28/2016
CAR Form (4-93), page 9
3
3
3
1
3
3
2
3
2
Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems of
quantative reasoning accurately and appropriately.
Outcome 2.5 - Define quantitative issues and problems, gather relevant information, analyze that information, and present results.
0
0
0
0
0
Outcome 2.6 - Assess the validity of statistical conclusions.
0
Outcome 2.1 - Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately.
Outcome 2.2 - Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate.
Outcome 2.3 - Communicate clearly and concisely the methods and results of quantitative problem solving.
Outcome 2.4 - Formulate and test hypotheses using numerical experimentation.
Standard 3 - Information Retrieval and Technology
Access, evaluate, and utilize information effectively, ethically, and responsibly.
Outcome 3.1 - Use print and electronic information technology ethically and responsibly.
Outcome 3.2 - Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology.
Outcome 3.3 - Recognize, identify, and define an information need.
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that
information.
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media.
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use.
1
2
1
1
2
1
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.
2
1
1
Outcome 4.1 - Identify and analyze the audience and purpose of any intended communication.
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication.
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion.
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and
occasion.
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed.
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions.
2
1
1
Standard 5 - Critical Thinking
Apply critical thinking skills to effectively address the challenges and solve problems.
Outcome 5.1 - Identify and state problems, issues, arguments, and questions contained in a body of information.
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem.
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses.
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and
analysis.
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and
biases through the use of appropriate evidence.
2
1
1
1
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others.
1
1
1
1
1
Standard 6 - Creativity
Program graduates are able to express originality through a variety of forms.
2
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence.
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions.
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning.
Revised 6/28/2016
CAR Form (4-93), page 10